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Introduction to the Special Issue on Activism: SMT Education in the Claws of the Hegemon

Introduction au Numéro spécial sur l’activisme en enseignement des sciences, des mathématiques et des technologies : entre les griffes de l’Hégémon

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References

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  42. Bowers, C. A., et Apffel-Marglin, F. (2005). Rethinking Freire: Globalization and the environnemental crisis. Mahwah, N.J.: Lawrence Erlbaum.

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  43. Brickhouse, N. et, Kittleson, J. (2006) Visions of Curriculum, Community and Science. Educational Theory, 56(2), 191–204.

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  44. Castoriadis, C. (1998). The Imaginary institution of society (Trans. K. Blamey). Cambridge: Cambridge University Press.

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  47. Foucault, M. (1991). Governmentality. In G. Burchell, C. Gordon, et P. Miller, (Eds.), The Foucault effect: Studies in governmentality (pp. 87–104). Hemel Hempstead, UK: Harvester Wheatsheaf.

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  49. Gabbard, D. A. (editor) (2000). Knowledge and power in the global economy: Politics and the rhetoric of school reform. Mahwah, NL: Lawrence-Erlbaum.

    Google Scholar 

  50. Giroux, H. (1996). Fugitive cultures: Race, violence and youth. New York: Routledge.

    Google Scholar 

  51. Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts and Social Change. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  52. Hannon, C., et Tims, C. (2010). An anatomy of Youth. London: DEMOS.

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  53. Hess, D., Breyman, S., Campbell, N. et, Martin, B. (2010). Science, technology and social movements. In E. Hackett, O. Amsterdamska, M. Lynch et J. Wajcman, (Eds.), The handbook of science and technology studies (3rd Edition). Cambridge MA: MIT Press.

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  55. Hume, C. (2010, June 13). G20 and the architecture of paranoia. Toronto Star. Retrieved June 14, 2010, from http://www.thestar.com/news/gta/article/823085-hume-g20-and-the-architecture-of-paranoia

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  58. Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30, 225–248.

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  61. Lynas, M. (2008). Six degrees: Our future on a hotter planet (updated edition). London: Harper Perennial.

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  63. McMurtry, J. (1999). The cancer stage of capitalism. London: Pluto.

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  64. Ministry of Education [MoE] (2008). The Ontario curriculum, grades 9 and 10: Science. Toronto: Queen’s Printer for Ontario.

    Google Scholar 

  65. Sadler, T. D., Barab, S. A., et Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Recherche in Science Education, 37(4), 371–391.

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  66. Shrader-Frechette, K. (2002). Environnemental justice: Creating equality, reclaiming democracy. New York: Oxford University Press.

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  67. Simonneaux, L., et Simonneaux, J. (2009). Students’ socio-scientific reasoning on controversies from the viewpoint of education for sustainable development. Cultural Studies of Science Education, 4(3), 657–687.

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  68. Vasil, A. (2007). Ecoholic: Your guide to the most environnementally friendly information, products and services in Canada. Toronto: Vintage.

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  69. Weber, K. (editor) (2009). Food Inc.: How industrial food is making us sicker, fatter, and poorer—and what you can do about it, A participant media guide. New York: Public Affairs.

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  70. Willis, P. (1991). Learning to labor. New York: Columbia University Press.

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  71. Woodhouse, E., Hess, D. Breyman, S., et Martin, B. (2002). Science studies and activism: Possibilities and problems for reconstructivist Agendas. Social Studies of Science, 32(2), 297–319.

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  72. Zeidler, D. L., Sadler, T. D., Simmons, M. L., et Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issues education. Science Education, 89(3), 357–377.

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  73. Ziman, J. (2000). Real science: What it is, and what it means. Cambridge: Cambridge University Press.

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Alsop, S., Bencze, J.L. Introduction to the Special Issue on Activism: SMT Education in the Claws of the Hegemon. Can J Sci Math Techn 10, 177–196 (2010). https://doi.org/10.1080/14926156.2010.504477

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